Facilitating Effective Communication in School-Based Meetings: Perspectives from School Psychologists

Description

This book offers guidance for school-based professionals participating in the special education process. It provides a foundation for effective oral communication and meeting facilitation in team meetings while highlighting methods to enhance collaboration between educators and families. School psychologists across the United States share how they structure meetings, provide examples for how to communicate educational and psychological concepts, and describe personas they present to support the meeting process. Chapters present a sequential facilitation process for school psychologist-led meetings and apply that process to problem-solving, suspicion of disability, eligibility/feedback, IEP, and manifestation determination meetings. Within each chapter, featured practitioners describe ways to address common challenges that arise. Aimed at graduate students and professionals, this text is a unique, example-based resource to enhance readers’ ability to facilitate and participate in the special education process. Cover Half Title Endorsements Title Page Copyright Page Dedication Contents List of Figures and Boxes Acknowledgments 1. An Introduction to Oral Communication and Meeting Facilitation Why a Book on Oral Communication, and Why Meetings? Meeting Facilitation and Oral Communication: Two Skill Sets That Complement Each Other What Creates an Effective Meeting? A General Overview of This Book Summary References 2. Foundations of Effective Communication Consider the Context of Communication Foundations of Communication: Credibility, Clarity, and, Care Communication Requires Credibility Communication and Emotions Communication Should Appear Reasonable Interactions Between Vertices in the Context of Communication Worldview, Beliefs, and Values Persona and Stance Oral Communication and Collaboration Collaboration Requires Active Listening Disentangling Facts, Inferences, and Attributions Collaborative Discussion Putting It All Together: The Context of Communication and Collaborative Discussion Summary References 3. Meeting the Objectives of the Context of Communication Establishing Trust and Credibility Considering Our Persona We Are All Doing Our Best We Are a Team, We Work Together Professional Confidence and Security Considering Our Stance Topics are Unintimidating, a Normal Part of Education We Are Here to Solve Problems The And Stance in Action Discuss Strengths and Supports Understanding Meeting Participants' Beliefs and Values Beliefs and Values Are Influenced by Culture Beliefs and Values Are Influenced by Our Ability to Engagewith Society Implicit Assumptions of Special Education and Disability Acquiring an Idiographic Understanding of Participants' Worldview Fostering Collaboration Summary References 4. Foundations of Meeting Facilitation Group Dynamics and the Multidisciplinary Team Group Development Group Leadership Functions An Overview of the Meeting Process The Planning Phase The Warm-Up Phase Introductions Meeting Purpose Group Norms Roles The Action Phase Active Listening in a Group The Closure Phase Post-Meeting Summary References 5. Planning and Facilitating Problem-Solving Meetings A Meeting Called by Many Names What Do We Mean by Problem-Solving? Multi-Tiered Systems of Support The Continuous Problem-Solving Model Problem Identification Problem Analysis Intervention Progress Monitoring and Evaluation Oral Communication in Problem-Solving Meetings The Role of the School Psychologist in Problem-Solving Getting to the Table: Advocating for Your Role in Problem-Solving Meetings Planning Team Composition Team Member Roles Team Development Frequency and Duration of Meetings Agendas The Warm-Up Phase Introductions and Review of Roles Purpose and Meeting Goals Norms The Action Phase Individual Student Problem-Solving Validating Teacher Concerns for a Student Prioritizing When There are Multiple Concerns The Elephant in the Room - Suspicion of Disability A Tendency to Focus on Unalterable Factors When a Problem for a Student Is a Problem for the Whole Class I Tried That, It Didn't Work - Wash, Rinse, Repeat Managing Expectations for Behavior Change Poor Instructional Match Poor Implementation of Interventions Systemic Problem-Solving Relationships with Administrators Systems Change Fatigue Keeping the Focus on Tier One Getting Past Defensiveness Focus on Alterable Factors The Closure Phase Post-Meeting Summary References 6. Planning and Facilitating Suspicion of Disability Meetings Planning Determine the Source of Referral Conduct an Initial Records Review Begin Formulating Specific Evaluation Questions Consider the Context of Communication Construct an Agenda The Warm-Up Phase Introductions Purpose Norms Roles The Action Phase Starting at the Beginning Dealing with Team Member Negativity Recognizing Group Members' Student Support Efforts Skepticism at the Possibility of a Disabling Condition Reviewing the Purpose of Special Education Discussing Variables Within the Home and Family Context Addressing Pre-conceived Notions about Special Education Explaining the Difference between IDEA and the DSM-5 When a Student Has a Diagnosis, but There Is No Need for Special Education When Group Members Do Not Agree on Typical Developmental Expectations A Tension between Continued Intervention and Evaluation When Families Prefer a Private Evaluation Ensuring Strong Referral Questions Bringing Up Emotional Concerns Group Members Dictating Aspects of the Evaluation Ensuring Informed Consent and Clarifying Procedural Safeguards Setting Appropriate Expectations for Next Steps within the Group The Closure Phase Post-Meeting Summary References 7. Planning and Facilitating Eligibility/Feedback Meetings Can a Feedback Meeting Be Collaborative? Planning Consider the Context of Communication Proofread Materials Constructing an Agenda The Warm-Up Phase Introductions Purpose The Action Phase Reading your Evaluation Report Knowing What the Team Needs from You Feedback Should Be Unique Getting Everyone Involved Building Empathy and Compassion in Group Members Describing a Developmental Delay Eligibility Describing a Specific Learning Disability Eligibility Describing an Autism Eligibility Describing an Intellectual Disability Eligibility Describing an Emotional Disturbance or Emotional-Behavioral Disability Eligibility Differentiating between OHI and ED When a Participant Objects to Labels When There Is No Qualification When a Student No Longer Requires Specially Designed Instruction Embracing Diagnostic Uncertainty The Usefulness of an Accurate Label When Multiple Eligibility Categories Could Apply Discussing Feedback with Students When Group Members are Surprised by a Test Result During Emotional Feedback Addressing the New Normal When Group Members Struggle to Accept an Average Score Using Visuals When Parent and Teacher Information Are Discrepant Differentiating between Accommodations and Specially Designed Instruction Differentiating between IEPs and 504 Plans Explaining Specially Designed Instruction Responding to "Does He Need to Go to a Special Class?" When Team Members Make Armchair Diagnoses Requiring Precision with Interpreters Making Referrals for Private Providers On the Question of Medication The Closure Phase Post-Meeting Summary References 8. Planning and Facilitating Individual Education Plan Meetings Principled Negotiation Principled Negotiation and Collaborative Discussion Planning Consider the Context of Communication Constructing an Agenda The Warm-Up Phase Introductions Purpose and Norms The Action Phase Avoiding the Parent Section and the School Section The School Psychologists' Role in an IEP Meeting Know the Role of the District Representative Keep the Meeting Length Manageable Programming Should Reflect the Needs Identified in the Evaluation Remember That Not All Group Members Are in IEP Meetings Every Day Things to Never Say Don't Put Families on the Spot Describing the Importance of Fluency Goals Challenges Establishing Goals School-Based Versus Community-Based Counseling Discussing Least Restrictive Environment Navigating Discussions about Placement Removing an IEP Explaining Related Service Providers or Psychological Services Transition Planning Sometimes the Meeting Needs to Stop The Closure Phase Post-Meeting Summary References 9. Planning and Facilitating Manifestation Determination Meetings Fostering Collaboration in a Manifestation Determination Meeting Planning Consider the Context of Communication Establish an Understanding with Administrators Early in the School Year Coordinating with Parents Records Review Constructing an Agenda The Warm-Up Phase Introductions Purpose and Norms The Action Phase When Parents Are Upset about Discipline When Parents Feel Shame Describing Characteristics of the Student's Disability Be Ready for New Information When Administration Wants to Maintain a Disciplinary Action When Family Members Maintain the Presence of a Manifestation When Group Members Won't Offer an Opinion Direct and Substantial Impulsivity On the Topic of Drugs and Alcohol Failure to Implement the IEP When the Team Wants to Vote The Closure Phase Post-Meeting Summary References Index